Generative AI has fundamentally changed who can create with technology. Educators who have never written a line of code can now use natural-language prompting to produce interactive learning materials in minutes. This paper explores how that shift enables a new approach to teaching material design: using large language models (LLMs) to convert static PDFs and PowerPoint slides into interactive HTML resources that enhance the learning experience for every student. The resulting materials feature explorable figures, self-check activities, adjustable themes, and responsive layouts. These are not accommodations for a subset of learners; they are better learning experiences by design, aligned with Universal Design for Learning (UDL). The fact that they also meet WCAG 2.1 AA accessibility standards is a natural by-product, not an additional task. PowerPoint, while familiar, is limited as a learning medium: slides enforce linear delivery and offer minimal interactivity. Meanwhile, virtual learning environments such as Blackboard support direct HTML embedding, meaning educators can deliver interactive content within the platforms students already use, maximising capabilities that often go underutilised.
Through case studies from my own mathematics teaching, I demonstrate how prompting-based workflows can transform static problem exercises into self-checking activities, convert static plots and graphs into interactive explorable versions, and create interactive diagrams and virtual lab equipment. Early student feedback suggests increased engagement with the interactive versions compared to their static predecessors.
This work contributes to technology-enhanced education by demonstrating that generative AI does not merely automate existing workflows, but enables educators to create fundamentally better learning experiences that were previously out of reach without specialist technical skills. When every educator can produce interactive HTML as easily as they currently produce a PowerPoint, the result is a better experience for all learners, and a more accessible one too.
